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The Relationship between the Cognitive Conflict Levels of Students Facing an Anomalous Situation Including Misconception and a Conceptual Change in Science
New Phys.: Sae Mulli 2018; 68: 1116~1126
Published online October 31, 2018;
© 2018 New Physics: Sae Mulli.

Jihoon KANG1, Pyoungkil YOO*2

1 Yongso Elementary School, Busan 48432, Korea
2 Department of Science Education, Busan National University of Education, Busan 47503, Korea
Correspondence to:
Received September 10, 2018; Accepted September 28, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to investigate the relationship between cognitive conflict levels of elementary school students facing an anomalous situation, including misconception and conceptual change in science. Cognitive conflict in conceptual change plays a key role in science education. That the cognitive conflict levels vary given the same situation is worth of note. Two hundred thirty elementary school students participated in this study. The students were presented with logical arguments including misconceptions; then, the cognitive conflict levels and conceptual changes were examined. The results of this study were as follows. First, the students with a correct conception created more cognitive conflict when faced with an anomalous situation including a conception contrary to their correct conception than the students not facing an anomalous situation did. Second, the cognitive conflict was the highest in the group of students that changed their conception, but the difference between 'C $\rightarrow$ M' type and 'C $\rightarrow$ C' type was not statistically significant. 
PACS numbers: 01.40.-d,
Keywords: Anomalous situation, Cognitive conflict, Conceptual change, Weight of air, Dissolution

October 2018, 68 (10)
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